Advances in Physiology Education, Vol 273, Issue 6 55-S58, Copyright © 1997 by American Physiological Society
Student perceptions and learning outcomes of computer-assisted versus traditional instruction in physiology
D. Richardson
Department of Physiology, University of Kentucky, College of Medicine, Lexington 40536-0084, USA.
This study compared student perceptions and learning outcomes of
computer-assisted instruction against those of traditional didactic
lectures. Components of Quantitative Circulatory Physiology (Biological
Simulators) and Mechanical Properties of Active Muscle (Trinity Software)
were used to teach regulation of tissue blood flow and muscle mechanics,
respectively, in the course Medical Physiology. These topics were each
taught, in part, by 1) standard didactic lectures, 2) computer-assisted
lectures, and 3) computer laboratory assignment. Subjective evaluation was
derived from a questionnaire assessing student opinions of the
effectiveness of each method. Objective evaluation consisted of comparing
scores on examination questions generated from each method. On a 1-10
scale, effectiveness ratings were higher (P < 0.0001) for the didactic
lectures (7.7) compared with either computer-assisted lecture (3.8) or
computer laboratory (4.2) methods. A follow-up discussion with
representatives from the class indicated that students did not perceive
computer instruction as being time effective. However, examination scores
from computer laboratory questions (94.3%) were significantly higher
compared with ones from either computer-assisted (89.9%; P < 0.025) or
didactic (86.6%; P < 0.001) lectures. Thus computer laboratory
instruction enhanced learning outcomes in medical physiology despite
student perceptions to the contrary.
